The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2
The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
Student Progress Chart
ALWAYS WRITE THE ESSENTIAL QUESTION IN YOUR JOURNALS
1) JOURNAL ENTRY, “Activating Words: First Civilizations”
Read pages 35-55
ID the following words by 1) Inserting the Unit 3 Vocabulary on the right side (handout); 2) Give an additional fact dealing with each vocabulary word (left side). These facts should be detailed.
Vocab List: Cultural Diffusion, Polytheism, City-State, Dynasty, Empire, Theocracy, Caste, Mandate of Heaven, Confucianism.
2) JOURNAL ENTRY, “River Valleys Map” Information on various map resources.
Essential Question – What were the River Valley Civilizations?
On the Right Side – Cut and Paste the River Valleys Map in your Journal and shade (color) the regions of each of the four early River Valleys. Be sure to include a key for easy reference and time period for each. Then locate and label the following (You will have to draw in some of the landforms)
o The Black Sea, The Caspian Sea, Ural Mtns., Himalaya Mtns., Huang He River, Yangtze River, The Taklimakan Desert, Kalahari Desert, The Mediterranean Sea, The Arabian Sea, The Pacific and Indian Oceans, The Yellow Sea, the Sea of Japan, The Dneiper River, Taiwan, Korea, The Red Sea, Mecca-Saudi Arabia. Label these in addition to the ones indicated on the map.
Though the countries and cities did not exist yet during the period of the middle ages, we want to identify them because they will be discussed in the early units of this class.
On the Left Side – List all of the numbered locations of your map. Underneath this complete a written response to the following question: What do all the River Valley Civilizations share in common (geographically)?
Mesopotamia
Fertile_Crescent_map.png
3) JOURNAL ENTRY, “The Mesopotamian Civilization” Information on pages 19-23, 29-33
Essential Question – What are the characteristics of a civilization in Mesopotamia?
On the Right Side - recreate the graphic organizer “Characteristics of Civilization in Sumer” found on pg. 21.
On the Left Side – Create a “Bubble” concept map that details the characteristics of Mesopotamian culture. (Include religion, daily life, and technology).
4) JOURNAL ENTRY, “Trade in early Mesopotamia” Information on pages 31, 48, and 73-75 and the Internet if needed.
Essential Question – How did trade and cultural diffusion impact early civilizations?
On the Right Side - create a three column graphic organizer labeled Mesopotamia, Indus Valley and the Mediterranean and compare how trade affected the three regions (include time period, location description and goods traded and trade routes (who did they trade with primarily).
On the Left Side – write ½ pg. trade and cultural diffusion impact your daily life. Yes, YOURS!
5) JOURNAL ENTRY, “Hammurabi’s Code” Information on page 33
Essential Question – What was Hammurabi’s Code and why was it important at the time?
On the Right Side - create a “BUBBLE MAP” graphic organizer explaining what the code was and why his code was important, and what social issues it addressed.
On the Left Side – write ½ pg. response to the following question. Why might the punishments for the crimes be based on social class?
Mesopotamia Review
Egypt
6) JOURNAL ENTRY, “Egyptian Life” Information on page 35-41
Essential Question – What was significant about the culture and geography of Ancient Egyptians?
On the Right Side -Create a paragraph labeled “Geography of Ancient Egypt” explaining how geography played such an important role in early Egyptian history. Underneath this Create an additional paragraph labeled “Belief in an Afterlife” explaining the belief in the after life in Ancient Egypt, as well as the divinity of the Pharaoh.
On the Left Side – Create a “3-Column” graphic organizer labeled “Comparing early writing systems,” comparing and contrasting the similarities and differences of three form of early writing: cuneiform, hieroglyphics, and the Phoenician alphabet. Be sure to include who, when, what, where, and how this writing has been preserved (How do we know about it?)
7) JOURNAL ENTRY, “Ancient Religions” Information on page 66-71
Essential Question – How did Buddhism and Hinduism develop and spread across Asia?
On the Right Side - Compare and Contrast Hinduism and Buddhism using the two-column graphic organizer pg. 9 (handout).
On the Left Side – write a response to the following questions.
o How did Buddhism diffuse across Asia?
o How did the rejection of the caste system affect the growth of Buddhism?
China
8) JOURNAL ENTRY, “The Ancient Chinese Dynasties” Information on page 54-55, 107-109
Essential Question – How did China develop as an early civilization?
On the Right Side -Create a Flow Chart graphic organizer to summarize the rules of the Zhou and the Qin. It should be at least a 10-step flow chart. Include:
o time period
o who controlled power
o developments (changes in the balance of power and improvements made)
o type of rule
o how they came to power
o how their rule came to an end.
o (Include: feudalism, legalism, mandate of heaven) in your flow chart.
On the Left Side – write a response to the following questions:
How did the Zhou use a feudal system to expand their empire?
How did Qin Shihuangdi unite China?
9) JOURNAL ENTRY, “The Teachings of Confucius” Information on page 104-109, 200-202
Essential Question – How did Confucius impact China?
On the Right Side -Create a BUBBLE MAP graphic organizer describing the details of Confucius and his teachings. Include:
o when he lived
o what he taught (include the 5 basic relationship and filial piety)
o lasting impact it had on Chinese civilization during the Han Dynasty (include examination system).
On the Left Side – Read the handout titled, “The Analects,” which were the teachings of Confucius, and then T-Chart your answer to this request.
o Write a list of do’s and don’ts based on these teachings of Confucius.
o Draw the Chinese Society pyramid on pg. 202 – and place a note on the side that discusses why peasants are seen as more important than merchants.
Recent research in Peru raises a question that people in Buena Vista, a settlement near of the foothills of the Andes established a society built not only around agriculture, but also fishing. If so, the presence of fishing and farming together would be an exception to a worldwide pattern of how civilizations developed. See "The World's Oldest Calendar?" by Anne Bolen,Smithsonian, May 2007.
Multimedia.png
Mesopotamia
from National Geographic, a short introduction on the "cradle of civilization" known as Mesopotamia
The Origins of Civilization from the University of Chicago features teaching lessons about the transition from a way of life based on hunting and gathering to an economy based on raising domesticated plants and animals.
Multimedia.png
Secrets of Stonehenge from NOVA (November 16, 2010) offers new research on who built these structures and why.
Early Civilizations Around the World (see also AP World History Key Concept 1.3)
The ancient city of Caral in Peru on March 30th, 2010
The ancient city of Caral in Peru on March 30th, 2010
Mesopotamia and Egypt (around 3000 BCE) For more see Grade 7.10 and 7.16
Harappa and Mohenjo-Daro (Indus River Valley, India between 3000 and 1500 BCE). SeeWorld HistoryWHI.21 for more on Indian history to 1800.
Shang Dynasty (Yellow River, China between 1750 and 1122 BCE)
Central Asia (in present day Turkmenistan and Uzbekistan around 2000 BCE)
Six basic characteristics of civilization:
1) an urban focus
2) a distinct religious structure
3) new political and military structures
4) new social structure
5) development of writing
6) new and significant artistic and intellectual activity (The Essential World History, W. Duiker & J. Spielvogel, Second Edition, 2005, p. 6).
A. Geographic Boundaries
Geographic boundaries provide a set area for people to exist in as a society and also set up areas where certain ethnic groups fit in better than they would in a different area. The boundaries can also be related to landforms in the area because they provide pre-made boundaries. These geographic boundaries can also provide people with some natural protection from other, possibly harmful societies. Geographic boundaries may also provide a society with the necessities for life such as a river or fertile soil. A perfect example of this would be the fertile crescent surrounded by the Tigris and Euphrates rivers which allowed for one of the first ancient civilizations to flourish.
Political institutions are formed in areas that have a certain group of people who have the same values and want the same things in life. Having that common bond makes people want to work together and become a community. These political institutions also serve as a form of rule and order in a society. The people belonging to these institutions usually have more power and control over the majority of the population. In theory, these institutions should act with society's best interests in mind.
B. Economics
Economies that produced extra food allowed for trade and the mixing of populations. This also meant people soon realized how to preserve foods and which types of crops to grow when and how. The preservation of food and growing of crops also allowed people to remain settled in one place rather than moving to where the food was. This allowed for cultures to grow and flourish. People no longer had to worry about what to eat next or think about survival. People could begin to explore and question the world in which they lived in. This allowed for societies and cultures to evolve into great civilizations. However, many of the problems with civilization, mainly malnutrition and disease, came about from the surplus of grains and their consumption. By switching from a hunting-gathering lifestyle to an agricultural one, humans lost the many health benefits that came from a balanced diet of plants, nuts, and meats.
800px-Ziggurat_of_ur.jpg
the Ziggurat temple in Ur, Mesopotamia
C. Mobility of people
People tend to go where the jobs are and the jobs are in areas that have many people and get many different things done. A concentration of people in a distinct area such as a city leads to the blending of different ideas and ways of living. People are forced to cooperate with each other in order to survive together. Many people settling in one place can also create different opportunities for people to trade and master different specialties. This creates jobs and each person has a different talent or specialty. All these different talents come together in the city.
D. Social Classes
Social Classes came to be when people started to see that they were different from the people around them. Some had more land than others which meant they had people working for them. This development of "classes" also created inequality among people. People with more land or "capital" believed they were somehow better than the people with less. The distribution of resources and power became one-sided and many people suffered. Humans naturally have the habit of categorizing the world around them. It allows us to make sense and organize our world. Unfortunately we end up categorizing different people too. We categorize by skin color, personal capital worth, religious beliefs and so on. This leads to certain groups oppressing other groups. Social classes can be found in every modern society today; this is just the way societies have evolved over the many centuries.
E. Religion, Education, Art,and Architecture Religion started from people worshipping the earth and the "gods" they felt controlled them and the world around them. People developed learning because they want to find out what was happening in the world around them and the many things they could not explain. Religion also offered meaning in peoples lives. It was a convenient way to explain the unknown which surrounded people in ancient civilizations. Whenever things went wrong or disasters occurred people needed and wanted an explanation. Having superior beings to worship helped explain these different phenomena.
lascaux.gif
The above image is of cave paintings in Lascaux, France.
Art was and still is a way to express yourself and keep records which was something that needed to be done as time went on. Art allowed for creativity and talent to thrive and be shared. Humans could express their feelings, skills, ideas etc. through art. Art has been around since the beginning of the human race. People drew on the walls of caves to tell their stories. Art is also a way for civilizations to express and share their beauty and success of their societies. Art was and still is a way for people to share their opinions about the world or society in which they live. Art can be about people, nature, the unknown, and much more.
Architecture was needed in order to build dwellings and other places where people would gather to work and/or discuss life. Architecture also allowed for civilizations to expand and grow into more advanced and complex societies. Developing the ability to construct buildings and streets allowed for a more modern lifestyle. Architecture has been advancing along with the human race over the centuries. The cities and architecture we have today came from the examples of ancient civilizations such as Egypt, Greece, and Rome.
Education was also an important part of ancient civilizations as it is in our world today. The differences were not only between men and women, but with class as well - the wealthy always getting the best treatment.
F. System of Record Keeping (see also Grade 7.10)
"Writing is a virtual necessity to the societies anthropologists call civilizations. . . . A civilization, with its taxation and tribute systems, its trade, and its public works, require a sophisticated system of record keeping. And so the early civilizations of Mesopotamia, Egypt, China, Mesoamerica, and (probably) India all developed a system or writing." (The Writing Revolution: Cuneiform to the Internet. Amalia E. Gnanadesikan, Wiley-Blackwell, 2009, p. 1-2).
The image above shows the linguistic make-up of the Rosetta Stone.
Record keeping allowed for more advanced trade and for other businesses to flourish. Record keeping was generally accomplished in one of two ways: through the use of art or a written language.
Records needed to be kept in order to organize a settlement and make sure that a recorded history was being kept. Record keeping also allowed for more trade and many more businesses to rise. Keeping records allowed people to go back and look at things later on. A system to keep track of things would be needed in order to make this system work. Without records, civilization as we know it today could not exist. Records are a way to keep track of important laws and rules that a society believes in.
Records are kept in all societies. They allow for businesses to be run and for laws to be kept. Without records there would be no organization or rules and no history of prior civilizations
488px-Gilgamesh.jpg
|| statue of King Gilgamesh ||
With the development of record keeping systems came the development of writing; not just for "business" purposes, but for entertainment purposes as well.
The Epic of Gilgamesh is known as the oldest recorded story of all time, having been carved into stone tablets during the 7th century BCE in the kingdom of Ur in Mesopotamia. Not only is the creation of the story a mark of civilization, but the content and plot deal with the differences in a man once he is civilized and integrated into society.
SSWH1
The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE.
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code.
b. Describe the relationship of religion and political authority in Ancient Egypt.
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism.
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the Mediterranean World.
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet.
SSWH2
The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
a. Describe the development of Indian civilization; include the rise and fall of the Maurya Empire, the “Golden Age” under Gupta, and the emperor Ashoka.
b. Explain the development and impact of Hinduism and Buddhism on India and subsequent diffusion of Buddhism.
c. Describe the development of Chinese civilization under the Zhou and Qin.
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.
e. Explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas.
Student Progress Chart
ALWAYS WRITE THE ESSENTIAL QUESTION IN YOUR JOURNALS
1) JOURNAL ENTRY, “Activating Words: First Civilizations”
2) JOURNAL ENTRY, “River Valleys Map”
Information on various map resources.
Essential Question – What were the River Valley Civilizations?
Though the countries and cities did not exist yet during the period of the middle ages, we want to identify them because they will be discussed in the early units of this class.
Mesopotamia
3) JOURNAL ENTRY, “The Mesopotamian Civilization”
Information on pages 19-23, 29-33
Essential Question – What are the characteristics of a civilization in Mesopotamia?
4) JOURNAL ENTRY, “Trade in early Mesopotamia”
Information on pages 31, 48, and 73-75 and the Internet if needed.
Essential Question – How did trade and cultural diffusion impact early civilizations?
5) JOURNAL ENTRY, “Hammurabi’s Code”
Information on page 33
Essential Question – What was Hammurabi’s Code and why was it important at the time?
Mesopotamia Review
Egypt
6) JOURNAL ENTRY, “Egyptian Life”
Information on page 35-41
Essential Question – What was significant about the culture and geography of Ancient Egyptians?
7) JOURNAL ENTRY, “Ancient Religions”
Information on page 66-71
Essential Question – How did Buddhism and Hinduism develop and spread across Asia?
China
8) JOURNAL ENTRY, “The Ancient Chinese Dynasties”
Information on page 54-55, 107-109
Essential Question – How did China develop as an early civilization?
9) JOURNAL ENTRY, “The Teachings of Confucius”
Information on page 104-109, 200-202
Essential Question – How did Confucius impact China?
Progress Chart
Progress Chart Help Podcast
Unit 2 Vocabulary
Handouts
Flipchart - Unit 2 First Civilizations
Podcast Reviews
Introduction to Podcast ReviewsAncient Egypt Review
Hinduism/Buddhism Review
Ancient China Review
Mega Resources
Journal Information Links
Trade Routes between Europe and Asia during Antiquity
Map of Ancient Trade Routes from Mesopotamia
Ancient Trade Routes
Phoenician Trade and Ships
Phoenician Colonization and Trade Routes
The Phoenician Alphabet
The Phoenicians
Mesopotamia Site
Mesopotamia Facts and Features
British Museum for Ancient Egypt
History of China - Qin
Facts on Confucianism
Information on Confucius and other topics related to Chinese HistoryAncient Chinese Social Classes
Roots of Hinduism and Buddhism
The Spread of Hinduism and Buddhism
The Difference and Similarities between Hinduism and Buddhism
Buddhism Beliefs and Practices
Great Wiki AP History with information of ancient civilizations.Identify the characteristics of civilizations.
a. the presence of geographic boundaries and political institutions
b. an economy that produces food surpluses
c. a concentration of population in distinct areas or cities
d. the existence of social classes
e. developed systems of religion, learning, art, and architecture
f. a system of record keeping. (H,G,E)
Focus Question: What key characteristics led to the development of civilizations in the ancient world?
from National Geographic, a short introduction on the "cradle of civilization" known as Mesopotamia
The Origins of Civilization from the University of Chicago features teaching lessons about the transition from a way of life based on hunting and gathering to an economy based on raising domesticated plants and animals.
Early Civilizations Around the World (see also AP World History Key Concept 1.3)
Six basic characteristics of civilization:
1) an urban focus2) a distinct religious structure
3) new political and military structures
4) new social structure
5) development of writing
6) new and significant artistic and intellectual activity (The Essential World History, W. Duiker & J. Spielvogel, Second Edition, 2005, p. 6).
A. Geographic Boundaries
Geographic boundaries provide a set area for people to exist in as a society and also set up areas where certain ethnic groups fit in better than they would in a different area. The boundaries can also be related to landforms in the area because they provide pre-made boundaries. These geographic boundaries can also provide people with some natural protection from other, possibly harmful societies. Geographic boundaries may also provide a society with the necessities for life such as a river or fertile soil. A perfect example of this would be the fertile crescent surrounded by the Tigris and Euphrates rivers which allowed for one of the first ancient civilizations to flourish.
Political institutions are formed in areas that have a certain group of people who have the same values and want the same things in life. Having that common bond makes people want to work together and become a community. These political institutions also serve as a form of rule and order in a society. The people belonging to these institutions usually have more power and control over the majority of the population. In theory, these institutions should act with society's best interests in mind.
B. Economics
Economies that produced extra food allowed for trade and the mixing of populations. This also meant people soon realized how to preserve foods and which types of crops to grow when and how. The preservation of food and growing of crops also allowed people to remain settled in one place rather than moving to where the food was. This allowed for cultures to grow and flourish. People no longer had to worry about what to eat next or think about survival. People could begin to explore and question the world in which they lived in. This allowed for societies and cultures to evolve into great civilizations. However, many of the problems with civilization, mainly malnutrition and disease, came about from the surplus of grains and their consumption. By switching from a hunting-gathering lifestyle to an agricultural one, humans lost the many health benefits that came from a balanced diet of plants, nuts, and meats.
C. Mobility of people
People tend to go where the jobs are and the jobs are in areas that have many people and get many different things done. A concentration of people in a distinct area such as a city leads to the blending of different ideas and ways of living. People are forced to cooperate with each other in order to survive together. Many people settling in one place can also create different opportunities for people to trade and master different specialties. This creates jobs and each person has a different talent or specialty. All these different talents come together in the city.
D. Social Classes
Social Classes came to be when people started to see that they were different from the people around them. Some had more land than others which meant they had people working for them. This development of "classes" also created inequality among people. People with more land or "capital" believed they were somehow better than the people with less. The distribution of resources and power became one-sided and many people suffered. Humans naturally have the habit of categorizing the world around them. It allows us to make sense and organize our world. Unfortunately we end up categorizing different people too. We categorize by skin color, personal capital worth, religious beliefs and so on. This leads to certain groups oppressing other groups. Social classes can be found in every modern society today; this is just the way societies have evolved over the many centuries.
E. Religion, Education, Art, and Architecture
Religion started from people worshipping the earth and the "gods" they felt controlled them and the world around them. People developed learning because they want to find out what was happening in the world around them and the many things they could not explain. Religion also offered meaning in peoples lives. It was a convenient way to explain the unknown which surrounded people in ancient civilizations. Whenever things went wrong or disasters occurred people needed and wanted an explanation. Having superior beings to worship helped explain these different phenomena.
Art was and still is a way to express yourself and keep records which was something that needed to be done as time went on. Art allowed for creativity and talent to thrive and be shared. Humans could express their feelings, skills, ideas etc. through art. Art has been around since the beginning of the human race. People drew on the walls of caves to tell their stories. Art is also a way for civilizations to express and share their beauty and success of their societies. Art was and still is a way for people to share their opinions about the world or society in which they live. Art can be about people, nature, the unknown, and much more.
Architecture was needed in order to build dwellings and other places where people would gather to work and/or discuss life. Architecture also allowed for civilizations to expand and grow into more advanced and complex societies. Developing the ability to construct buildings and streets allowed for a more modern lifestyle. Architecture has been advancing along with the human race over the centuries. The cities and architecture we have today came from the examples of ancient civilizations such as Egypt, Greece, and Rome.
Education was also an important part of ancient civilizations as it is in our world today. The differences were not only between men and women, but with class as well - the wealthy always getting the best treatment.
F. System of Record Keeping (see also Grade 7.10)
"Writing is a virtual necessity to the societies anthropologists call civilizations. . . . A civilization, with its taxation and tribute systems, its trade, and its public works, require a sophisticated system of record keeping. And so the early civilizations of Mesopotamia, Egypt, China, Mesoamerica, and (probably) India all developed a system or writing." (The Writing Revolution: Cuneiform to the Internet. Amalia E. Gnanadesikan, Wiley-Blackwell, 2009, p. 1-2).
Social Class Retrieved February 7, 2007, Web site: http://www.lepg.org/classes.htm
Religion. Retrieved February 7, 2007, Web site: http://www.teachingaboutreligion.org/WhitePapers/Larue_whatisreligion.htm